When a text is selected for a theology or religious studies undergraduate class, intersectionality is essential in order to create pedagogy that is considerate of the background of students, the relevancy of the material contained in the actual text, and the praxis opportunities to apply theory to lived experience. See, Judge, Act: Catholic Social Teaching and Service Learning is such an academic work, which can be adopted in undergraduate social justice curriculums.

In her text, Erin Brigham weaves the best-kept secrets of Catholic social teaching with the relevancy of contemporary social issues facing college and university students. The weaving of this rich social justice tradition and scholarship animates classroom discussion on many of the social and ecological issues identified by Pope Francis with his exhortation for Catholic Christians to step down from the curb and act on behalf of the poor and marginalized of the world.

The text situates itself in the methodology of the Belgian Cardinal Joseph Cardijn, commonly referred to as “see, judge, act.” This methodology is the template repeated in each of the text's eight chapters. Each chapter facilitates discussion with students about how to sharpen their critical-thinking skills to identify social situations (see) that shake the moral sensibility of observant young adults. Questions for reflection lead students into thoughtful conversation about their lived experience. Brigham's text makes Cardijn's judge accessible to students in modalities that are familiar and engaging. Flawlessly, each chapter moves into the social justice tradition found in Scripture, magisterial documents, and contemporary virtual scholarship from internet and podcast sources. Chapter bibliographies give students research opportunities for advanced scholarship. The dealmaker for the adoption of this text for classroom curriculum is the numerous ways Brigham invites students to “step off the curb” à la Pope Francis and act on behalf of justice. The essential component of storytelling is included in each chapter. Websites allow students to connect with local and global agencies whose missions are to work on behalf of justice. Further research and scholarship that could strengthen this text would be to increase and include more storytelling from people of color, with particular attention to women's stories, illustrating how their lives are devoted to the pursuit of social justice. Internet websites open up the global aspect of Cardijn's methodology. Even novice professors who have little experience in designing and facilitating service learning can feel comfortable setting up actual onsite locations with the proper accommodations students need to accomplish service hours. The text also is readable for student life personnel to collaborate with the academic side of the university to provide meaningful immersion opportunities for undergraduate students.

Adoption of this text for classroom use is ideal. Library adoption of this text for research would support any existing classroom pedagogy. The text is readable, understandable, and reasonably priced.